Table 1
Actions taken to support academic integrity.
| RECOMMENDATIONS FROM EVALUATION | ACTIONS TO SUPPORT ACADEMIC INTEGRITY |
|---|---|
| Communication strategy is agreed early and a detailed and coordinated communications plan is developed which includes timely and relevant information for students, examiners and other internal stakeholders. | Communications were coordinated with programme
teams to provide a timely, accurate and clear communication
communications approach. Students who requested special exam arrangements had separate communications and adjustments to timelines for submission were facilitated. |
| A review into best practice of how students are inducted into the online examinations process is carried out and shared with Programme Directors. | A short course for students has been developed
covering referencing requirements, a quiz on plagiarism, a quiz on what
Turnitin can do, and how it is used. Complemented with wellbeing and
support for students preparing for assessments. Student experience communications directed students to the course. |
| Students and training resources are developed. The use of webinars as a vehicle for delivering this training should be maximised. | Considerable and careful redevelopment of the
General Regulations, Admissions Notices and other information that is
student focused took place. This included programme specific
communication in additional to general communication. Programme specific videos produced by several programme teams and webinars used with students. Virtual Learning Environment (VLE) drop in and Q&A sessions were run by programme teams. A short course was developed to support student use of speech to text/text to speech software (this is relevant for some students with special exam arrangements, but also for the wider student population). |
Identification of examination format and
mode:
| Wide range of approaches were identified from
short, fixed times (1 hour) to longer timing (24 hours) and in some
instances assessment available for 24 hours, however students were given
a fixed time (e.g., 3 hours) from opening of the assessment. Open book/open world format was established. |
| For those examinations requiring invigilation the institution engages online examination software that assures examinee identity and examination proctoring. | No proctoring was used in summer 2021. All online timed assessments were delivered on the VLE. |
| The institution reviews online marking platform to be used and considers the examiner voice in designing the marking process, including an online induction for examiners, and at minimum a ‘getting started with online exams’ pack of information. | Extensive work was undertaken to ensure a more
efficient and user-friendly examiner experience. Guidance documentation for examiners, to help them on the VLE, was re-designed to enable much easier navigation and included a ‘quick guide’ for each individual programme. Training materials for Examiners were developed – to support understanding of how to use Turnitin for example. |
| Professional development on assessment design to support academic integrity, is offered through professional development. | On-going. In addition, a resource for examiners on how to use Turnitin was developed. |
| Continue to work with international regulators in understanding local expectations and requirements regarding face to face or online assessments. | On-going. |